CDE - Colorado Department of Education


Educational Service Providers - Provider Detail

The information provided regarding Educational Service Providers is provided for information only. The Colorado Department of Education does not endorse, represent or warrant the accuracy or reliability of any of the information, content, services or other materials provided by these educational service providers. Any reliance upon any information, content, materials, products, services or vendors included on or found through this listing shall be at the user's sole risk.

Provider

Frazee Education Consulting

Contact Information

Primary

Dana Frazee
11833 Newton Street
Westminster, CO 80031

Phone: 303-912-7360
Email: danajfrazee@gmail.com

Secondary

N/A N/A

,  

Phone:

General Information

Website: frazeeeducationconsulting.com/
Type of Organization: Other
K-12 Education Consulting
Organization is best described as: For-Profit
Age of Firm / Number of Years in Operation: 1 1/2 years
Level(s) services may be provided: - Elementary
- Middle
- High School
- District
Provides performance guarantees in contract: NO
Educational Services Provided Comprehensive & Effective Planning
Curriculum Alignment
Instruction
Leadership
Organizational Structure and Resources
Professional Development
School and District Improvement
Unified Improvement Planning :
Literary Practices in Content Areas

Name of Schools/ Districts that this organization has served in Colorado:

Rebecca Sieve, Principal Pinnacle Elementary Charter School, rsieve@pinnaclecsi.org

Brian Conroy, Principal Golden High School, bconroy@jeffco.k12.co.us

Recent References:

Same as above.

Name of Schools/ Districts that this organization has served in other states:

References for McREL consulting work before the LLC was founded:
Frank Gallo, Administrator for Literacy, Mt. Vernon City School District, NY, fgallo@mtvernoncsd.org
Lori Simon, Executive Director in Rosedale School District, MN, lori_simon@rdale.org
George Boser, Principal Sedalia Elementary School, Douglas County, CO, george.boser@dcsdk12.org
Pamela Yoder, Assistant Director Special Education, Jeffco Schools, pyoder@jeffco.k12.co.us

Qualifications of this Organization (licensure, trademark, etc.):

Frazee Education Consulting is a relatively “young” LLC with a veteran consultant—Dana Frazee—as its founder and director. In the year-and-a-half since the LLC was founded, Dana has worked with Golden High School on school improvement using PLCs and Pinnacle Elementary Charter School on its CDE Connect for Success grant.

Qualifications of Instructors/ Staff that Provide Services:

Dana Frazee founded Frazee Education Consulting in the fall 2014 after a substantial career as a teacher, teacher-leader, principal, and education consultant. Her consulting background includes work with the Coalition of Essential Schools in Boston, the Colorado Small Schools Initiative and Expeditionary Learning Schools. From 2007 to 2014, Dana was Principal Consultant and, then, Consultant Director at McREL International, working on school and district improvement, Common Core standards and literacy practices with schools and districts internationally and across the U.S. Dana has co-authored four books for educators, including Teaching Reading in the Content Area (3rd edition, ASCD, 2012.)

Cost:

Costs for services are determined by the scope of the work and the budget of the district or school.

Explanation of how we are able to provide differentiated services to meet the individual needs of schools and districts.

Frazee Education Consulting was founded by Dana Frazee in the fall of 2014. Dana operates on the premise that every district or school is unique, with unique needs and unique goals. There are no “canned” approaches; Dana begins by listening. She wants to learn what the specific goals are for a school or district—what the needs of the school or district are. She wants to understand what the unique challenges are that the district or school faces. The next step, then, is to plan with the leadership which services will best meet the goals and needs of the district or school.

How will we evaluate our services and support to schools and districts and its effectiveness in school/ district/ student achievement?

As Dana Frazee works with the leadership of a district or school, they set goals together that can be evaluated at the end of the year. Academic goals are based on the district’s or school’s UIP goals. Together, they look at the Major Improvement Strategies and Dana guides the leadership in how to break down the goals and improvement strategies into several manageable initiatives that can be monitored and evaluated throughout the year. Together, they gather student data and teachers’ instructional needs to set a baseline. As the school works through the manageable initiatives, they can determine progress toward the UIP goal by using formative achievement data from students and by monitoring teacher’s instructional needs and performance. As a result, the evaluation of Frazee Education Consulting services goes hand-in-hand with how well the school or district does in its progress toward the UIP goals.

Sample of services offered for a school or district:

Under 500 Students:

Leadership and Shared Leadership

•Reviewing research on leadership and teacher leadership
•Initiating steps to shared leadership
•Establishing structures and processes for shared leadership and decision-making
•Managing change and transitions
•Building trust
•Building capacity of a leadership team

Continuous Improvement

•Implementing the UIP Goals and Major Improvement Strategies
•Establishing a cycle for continuous improvement
•Using shared agreements to establish collective efficacy
•Determining structures for learning and collaboration
•Using data to drive instruction
•Using walk-throughs and peer observations
•Ensuring horizontal and vertical alignment of practices
•Monitoring and assisting teachers’ use of best practices

Content Area Literacy Strategies

•Understanding and using best practices in reading, writing, listening and speaking to meet standards
•Understanding and using research on vocabulary development
•Using standards to guide literacy practices in content areas

500-1000 Students:

Leadership and Shared Leadership

•Reviewing research on leadership and teacher leadership
•Initiating steps to shared leadership
•Establishing structures and processes for shared leadership and decision-making
•Managing change and transitions
•Building trust
•Building capacity of a leadership team

Continuous Improvement

•Implementing the UIP Goals and Major Improvement Strategies
•Establishing a cycle for continuous improvement
•Using shared agreements to establish collective efficacy
•Determining structures for learning and collaboration
•Using data to drive instruction
•Using walk-throughs and peer observations
•Ensuring horizontal and vertical alignment of practices
•Monitoring and assisting teachers’ use of best practices

Content Area Literacy Strategies

•Understanding and using best practices in reading, writing, listening and speaking to meet standards
•Understanding and using research on vocabulary development
•Using standards to guide literacy practices in content areas

1000+ Students:

Leadership and Shared Leadership

•Reviewing research on leadership and teacher leadership
•Initiating steps to shared leadership
•Establishing structures and processes for shared leadership and decision-making
•Managing change and transitions
•Building trust
•Building capacity of a leadership team
Continuous Improvement
•Implementing the UIP Goals and Major Improvement Strategies
•Establishing a cycle for continuous improvement
•Using shared agreements to establish collective efficacy
•Determining structures for learning and collaboration
•Using data to drive instruction
•Using walk-throughs and peer observations
•Ensuring horizontal and vertical alignment of practices
•Monitoring and assisting teachers’ use of best practices

Content Area Literacy Strategies

•Understanding and using best practices in reading, writing, listening and speaking to meet standards
•Understanding and using research on vocabulary development
•Using standards to guide literacy practices in content areas

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